Sabbatical (Massey University-Wellington) - Blogging in Higher Education: Examining How the Tools Can be Used for Personal Development and with Students
Barbour, M. K. (2011, May). Blogging in higher education: Examining how the tools can be used for personal development and with students. An invited presentation to the Centre for Teaching and Learning at Massey University-Mount Cook Campus, Wellington, New Zealand.
Sabbatical (Massey University) - Using Blogs in Higher Education: Both as a P...Michael Barbour
Barbour, M. K. (2011, April). Using blogs in higher education: Both as a personal development tool and to enhance student learning and engagement. An invited presentation to the National Centre for Teaching and Learning at Massey University, Palmerston North, New Zealand.
Sabbatical (Victoria University) - Academic Blogging: Personal Development to...Michael Barbour
Barbour, M. K. (2011, May). Academic blogging: Personal development to enhancing student learning and engagement. An invited presentation to the College of Education at Victoria University, Wellington, New Zealand.
Center of Digital Learning Workshop (November 2013) - Blogging in Higher Educ...Michael Barbour
Barbour, M. K. (2013, November). Blogging in higher education: A tool for student engagement and personal development. A presentation to the Sacred Heart University's Center of Digital Learning, Fairfield, CT.
This is my talk, "Your Daily History of Science: Blogging a Discipline," given as part of the education session focusing on the internet for the History of Science Society annual meeting in Phoenix, AZ, November 19-22, 2009.
Sabbatical (Massey University) - Using Blogs in Higher Education: Both as a P...Michael Barbour
Barbour, M. K. (2011, April). Using blogs in higher education: Both as a personal development tool and to enhance student learning and engagement. An invited presentation to the National Centre for Teaching and Learning at Massey University, Palmerston North, New Zealand.
Sabbatical (Victoria University) - Academic Blogging: Personal Development to...Michael Barbour
Barbour, M. K. (2011, May). Academic blogging: Personal development to enhancing student learning and engagement. An invited presentation to the College of Education at Victoria University, Wellington, New Zealand.
Center of Digital Learning Workshop (November 2013) - Blogging in Higher Educ...Michael Barbour
Barbour, M. K. (2013, November). Blogging in higher education: A tool for student engagement and personal development. A presentation to the Sacred Heart University's Center of Digital Learning, Fairfield, CT.
This is my talk, "Your Daily History of Science: Blogging a Discipline," given as part of the education session focusing on the internet for the History of Science Society annual meeting in Phoenix, AZ, November 19-22, 2009.
Presentation at the NCState New Literacies Workshop on the use of online role-play to teach argumentative writing--a key focus of the ELA Common Core Standards
This was presented in December 2006: someone asked me about it so I'm uploading it here belatedly. In this presentation I identify types of blogger, some issues for organisational bloggers, and some uses for library blogs. I give examples, including examples of my own blogging experience.
If you are writing for a blog, throw the rules out the door. Blogger, author and consultant Mark W. Schaefer teaches us eight ways to connect to your readers!
Presentation at the NCState New Literacies Workshop on the use of online role-play to teach argumentative writing--a key focus of the ELA Common Core Standards
This was presented in December 2006: someone asked me about it so I'm uploading it here belatedly. In this presentation I identify types of blogger, some issues for organisational bloggers, and some uses for library blogs. I give examples, including examples of my own blogging experience.
If you are writing for a blog, throw the rules out the door. Blogger, author and consultant Mark W. Schaefer teaches us eight ways to connect to your readers!
The Digital Development of College StudentsPaul Brown
Originally presented in July 2015 to the staff at Indiana University Southeast. An overview of how social and digital technology may be impacting student development.
http://www.paulhordonbrown.com
Time Management PowerPoint Slides include topics such as: time wasting culprits and eliminating them, strategizing for time management, techniques of organization, prioritizing, to-do lists, scheduling tips and guidelines, 9 ways to handle drop-in visitors, how to say no responsibly, 5 tips to stop procrastination, managing crisis, 10 ways to clear your desk, controlling paper, 9 techniques to control telephone interruptions, how to's and much more.
Similar to Sabbatical (Massey University-Wellington) - Blogging in Higher Education: Examining How the Tools Can be Used for Personal Development and with Students
All the Science That’s Fit to Blog - A Dissertation TalkPaige Jarreau
A presentation of findings from #MySciBlog interviews and 2014 survey of science blogging practices, conducted by Paige B. Jarreau, for the fulfillment of her dissertation research. Please credit all data and graphics to Paige B. Jarreau, Louisiana State University.
Workshop: Grow your research impact - RMIT UniversityJoyce Seitzinger
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CIDER 2024 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2024, May). State of the nation: K-12 e-learning in Canada [Webinar]. Canadian Institute of Distance Education Research.
DLAC 2024 - L’état de l’apprentissage électronique de la maternelle à la 12e ...Michael Barbour
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DLAC 2024 - State of the Nation: K-12 e-learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2024, February). State of the nation: K-12 e-learning in Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
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Barbour, M. K., & Rice, M. (2023, August). Meet the editors: Publishing about K-12 online and blended learning research and practice [Keynote]. Society for Information Technology and Teacher Education Interactive, online.
SITE Interactive 2023 - Where Did We Go Wrong? An Exploration of the Failure ...Michael Barbour
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ICETOL 2023 - Shaping the Future of Teacher LearningMichael Barbour
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Barbour, M. K., & Hodges, C. B. (2023, June 19). Digital teacher education for a better future: Recommendations for teacher preparation for an online environment [Paper]. Annual Meeting of the European Distance Education Network, Dublin, Ireland.
BOLTT 2023 - CANeLearn Research: Applications for Practice (French)Michael Barbour
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1.4 modern child centered education - mahatma gandhi-2.pptx
Sabbatical (Massey University-Wellington) - Blogging in Higher Education: Examining How the Tools Can be Used for Personal Development and with Students
1. Using Blogs in Higher
Education: Both as a Personal
Development Tool and to
Enhance Student Learning and
Engagement
Michael K. Barbour
Assistant Professor
Wayne State University
2.
3. • Rural Education Special Interest Group of AERA
• Breaking into the Academy
• Rock Ruminations
• AECT Conference Interns Blog
• AECT Blog Track: Hanging Out My Shingle
• AECT Blog Track:Virtual Schooling
• The Program
4. Should You Blog?
“The content of the blog may be less
worrisome than the fact of the blog
itself. Several committee members
expressed concern that a blogger who
joined our staff might air departmental
dirty laundry (real or imagined) on the
cyber clothesline for the world to see.
Past good behavior is no guarantee
against future lapses of professional
decorum.”
•Ivan Tribble, (a pseudonym of a
humanities professor at a small liberal-
arts college in the Midwest), a 2005
piece for the job seekers advice column
in the Chronicle of Higher Education
entitled, “Bloggers Need Not Apply”
5. Should You Blog?
“The promise of blogging for
academics is great – exposing
them to new ideas and
colleagues, provoking new ideas
of their own – but it brings with
it the risk of the “ever-present
death”, an awareness of the
fleeting and fickle nature of the
self, which can undermine the
very attempt to establish one’s
academic self online, or even
off.”
(Ewins, 2005)
6. Why Blog?
“These issues of reputation cost and
impact on careers have to be taken
seriously. As well as overt attempts by an
institution to constrain the content of
blogs some of my bloggers felt that
others – peers in the discipline, or
managers the institution would see their
blog as not academically serious enough.
Perhaps it should not be surprising that
academic institutions can be as sensitive
as commercial institutions about what
their employees publish. It is
professionally safer to perform an
academic identity that does not bring you
into conflict with your employers.”
(Kirkup, 2010)
7. Why Blog?
• “academic weblogs tend to
be used by scholars to
positive themselves in a
disciplinary blogging
community” (Luzón, 2009)
• “most academics use blogs
for self-presentation, in order
to increase their visibility and
develop respect and
reputation” (Davies &
Merchant, 2007)
8. Why Blog?
• “the opportunity to write outside of the
boundaries of traditional academic
publication is appealing” (Davies &
Merchant, 2007)
• “to write in *different* ways than... official
academic writing, but often what I write
on the blog subsequently bleeds overt
into my ‘official writing’” (Saper, 2006)
• “that although the blog is ‘a supplement
to my own activities as a writer, I hope
there is a sense of risk and outrage that I
don’t allow in my academic work’” (Saper,
2006)
• immediate publication allows for
interaction with a potentially wide,
diverse and dispersed audience
(Bortree,2005)
9. Academic Bloggers
1. Public Intellectuals: “Many academic
bloggers use their blogs as a platform
for political debate based on theories of
political science, feminism, discourse and
media analysis, and so on.”
2. Research Logs: “The ‘pure’ research log is
a record of research conducted and
ideas that might be pursued.”
3. Pseudonymous Blogs about Academic Life:
“The kind of title given to this
proliferating branch of the academic
blog is characterized by a tongue-in-
check refusal to revere the ivory tower
experience…”
(Walker, 2006)
10. Academic Bloggers
• Disseminating content – as a possible way to
disseminate something they would like others to
read
• Expressing opinions – to express opinions in a way
that is seldom possible in other academic writing
• Keeping up–to–date and remembering – blogging to
make the effort to read and discover new things
in the field, and also find things that might have
otherwise missed
• Writing – blogging to become a better writer
• Interacting – blogging to interact with others or
have others interact with us
• Creating relationships – blogging to support the
development of social networks or relationship
management
(Kjellberg, 2010)
19. Bibliography
• Bortree, D. S. (2005). Presentation of self on the web: An ethnographic study of teenage girls’ weblogs. Education, Communication and Information,
5(1), 25-39.
• Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. San Francisco: Jossey-Bass.
• Davies, J., & Merchant, G. (2007). Looking from the inside out: Academic blogging as a new literacy. In C. Lankshear & M. Knobel (Eds.), A new
literacies sampler (pp. 167-198). New York: Peter Lang.
• Ewins, R. (2003, November 20).You are where? Building a research presence in cyberspace. A seminar present at the Moray House School of
Education, Edinburgh, Scotland. Retrieved from http://www.speedysnail.com/2003/youarewhere/
• Kirkup, G. (2010). Academic blogging: Academic practice and academic identity. London Review of Education, 8(1), 75-84.
• Kjellberg, S. (2010). I am a blogging researcher: Motivations for blogging in a scholarly context. First Monday, 15(8). Retrieved from
http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2962/2580
• Luzón, M. J. (2009). Scholarly hyperwriting: The function of links in academic weblogs. Journal of the American Society for Information Science and
Technology, 60(1), 75-89.
• Saper, C. (2006). Blogademia. Reconstruction, 6(4). Retrieved from http://reconstruction.eserver.org/064/saper.shtml
• Schmidt, J. (2007). Blogging practices: An analytical framework. Journal of Computer-Mediated Communication, 12(4). Retrieved from
http://jcmc.indiana.edu/vol12/issue4/schmidt.html
• Tribble, I. (2005, July 8). Bloggers need not apply. Chronicle of Higher Education. Retrieved from
http://chronicle.com/article/Bloggers-Need-Not-Apply/45022/
• Walker, J. (2006). Blogging from inside the ivory tower. In A. Bruns & J. Jacobs (Eds). Uses of blogs (pp. 127–138). New York: Peter Lang.
20. Assistant Professor
Wayne State University, USA
mkbarbour@gmail.com
http://www.michaelbarbour.com
http://virtualschooling.wordpress.com